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A Reflection On Policy Observation Video

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Therefore, the prelicensure student's understanding of the interprofessional IP health care team member roles and relationships should be a key learning outcome of clinical practicum experiences with substantive IP team member engagement.

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Student clinical placement in IP observation areas can expand awareness of other areas of patient care Phillips et al. In addition, because students were in the second-degree prelicensure program, principles of andragogy and adult learning theory Knowles, were necessary underpinnings for activity development. During their first clinical course, 37 second-degree prelicensure students self-selected an interprofessional observation IPO site for one of their assigned clinical days. The student cohort was reflective of Reflextion male and 27 female students with ages ranging from 20 to 45 years.

Prior to their assigned IPO clinical day, students were provided with placement information and directed to complete the following preclinical activities: Identify the professional organization most closely associated with the IP health care team member and compare the educational preparation and scope of practice differences.

Following completion of the IPO day, students submitted a written reflection and attended a postclinical conference to discuss the experience. Examples of guiding reflection questions included: How did the health care team member interact directly or indirectly with patient care and provide examples to support your observations?

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What appreciation have you gained for this team member, and how does this new understanding impact your professional development as an RN? Outcomes Discussion Per course evaluations, students identified this activity as one of their most influential and memorable experiences.

Until today, I had not realized how closely physical therapy works with nurses…. They Retlection to have a great working relationship. The more I interact with members of one branch of the health care team, the more comfortable I am in using them, communicating with them, and understanding them in the clinical setting.

In addition, students appreciated the structure of the assignment and the flexibility to address individual learning objectives in context. The structure was provided with creation of a reflection worksheet to prompt and guide thinking but could then be adaptive in response based on the assigned clinical area.

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In subsequent clinical courses, faculty reported that students were able to collaborate with other IP health care team members more easily regarding comfort with IP referral requests and overall improved IP communication about client interventions and outcomes. Future application of the activity will be adapted for graduate-level students with an emphasis on IP collaboration at the master's and doctoral Obsedvation of advanced practice.

The activity reflection worksheet can be easily adapted and individualized to meet the needs of other programs of nursing based on their relative availability of local IP clinical sites. Bedelia H. Tell us what you think about Healio.

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Login Register My Saved. View PDF. Full Text. IP Activity Implementation During their first clinical course, 37 second-degree prelicensure students self-selected an interprofessional observation IPO site for one of their assigned clinical days. Develop three individualized, measurable learning objectives. References American Association of Colleges of Nursing.]